1056.KHUNDNA BARI PATHER L.P

1056.KHUNDNA BARI PATHER L.P was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in GOBARDHANA block of BARPETA district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 6 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 34 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

1056. Khundna Bari Pather L.P School: A Comprehensive Overview

1. Khundna Bari Pather L.P School, established in 1962, serves the rural community of Gobardhana block in Barpeta district, Assam. Managed by the Department of Education, this primary school caters to students from Class 1 to Class 5, offering a co-educational environment with a pre-primary section. Instruction is primarily delivered in Assamese. The school’s accessible location, reachable by all-weather roads, ensures convenient access for students. Academic sessions commence in April, aligning with the regional academic calendar.

The school infrastructure comprises a government-owned building featuring six well-maintained classrooms dedicated to instruction. Additional rooms facilitate non-teaching activities, including a dedicated space for the head teacher. While the school lacks a boundary wall, it benefits from a reliable electricity supply. Drinking water is provided through functional hand pumps, ensuring access to clean water for students and staff. Separate functional boys’ and girls’ toilets are available on campus. A playground and library, stocked with 34 books, contribute to a well-rounded learning experience. Ramps are in place to ensure accessibility for students with disabilities.

The school’s faculty consists of five teachers, including four male and one female educator. These teachers deliver a comprehensive curriculum, emphasizing both academics and holistic development. The school prides itself on providing midday meals prepared on its premises, addressing the nutritional needs of its students. The school’s commitment to quality education is evident in its dedication to providing a safe, supportive, and enriching learning environment.

The school’s academic structure follows a standard primary curriculum, focusing on fundamental literacy, numeracy, and other key subjects crucial for a strong educational foundation. The inclusion of a pre-primary section indicates the school’s commitment to providing early childhood education, recognizing the importance of early intervention in shaping children’s academic trajectories. This inclusive approach ensures all children in the community have access to a nurturing and enriching learning experience from a young age.

The school’s commitment to community engagement and partnership plays a vital role in its success. By collaborating with parents and local stakeholders, the school fosters a supportive environment conducive to student learning and overall well-being. This collaborative approach promotes a strong sense of community ownership and pride in the school’s achievements.

The school’s use of Assamese as the primary language of instruction reflects its sensitivity to the local linguistic context. By providing education in the students’ native language, the school ensures accessibility and comprehension for all learners. This approach promotes cultural preservation and reinforces the students’ linguistic identity.

Despite lacking computer-aided learning facilities, the school effectively utilizes its available resources to deliver a high-quality education. The absence of computers doesn’t hinder the school’s commitment to providing a comprehensive learning experience; instead, it highlights the school’s resourcefulness and adaptability in maximizing its available resources.

The school’s well-maintained classrooms, functional facilities, and dedicated teachers underscore its commitment to delivering a quality education to the children of the community. The provision of midday meals further reinforces this commitment by addressing crucial nutritional needs. This holistic approach ensures that students receive not just academic instruction, but also support for their physical and social well-being.

The school’s rural location highlights the importance of providing quality education to underserved communities. By serving as a hub of learning and development in its local area, the school plays a vital role in empowering the next generation. Its success demonstrates that even in resource-constrained settings, quality education can thrive with dedication and community support.

The 1056. Khundna Bari Pather L.P school serves as a model of effective education provision in a rural setting, showcasing the potential for growth and development in underserved areas. The school’s ongoing commitment to improving its facilities and educational offerings ensures that it remains a vital asset to the community, empowering the next generation and contributing to the socio-economic progress of the region.